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|Special schools: Number and percentage of pupils with special educational needs (SEN), position as at January each year, 2003 to 2006, England|
|Pupils with statements( 1)|
|Total pupils in maintained special schools( 2)||Total pupils in non-maintained special schools|
|Total pupils in all schools( 3)||Number||Percentage( 4)||Number||Percentage|
|Pupils with SEN without statements( 1)|
|Pupils in maintained special schools( 5)||Total pupils in non-maintained special schools|
|Total pupils in all schools( 3)||Number||Percentage||Number||Percentage|
|(1) Excludes dually registered pupils.|
(2) Includes general hospital schools.
(3) Includes pupils with statements in maintained nursery, primary and secondary schools, special schools, pupil referral units, independent schools, city technology colleges and academies.
(4) The number of pupils with statements in special schools expressed as a proportion of the number of pupils with statements in all schools.
(5) Excludes general hospital schools. Data for pupils with SEN without statements is not collected from these schools.
Totals have been rounded to the nearest 10.
Jim Knight: St. Peters College in Chelmsford was made subject to special measures in September 2005. Its progress is therefore monitored by Ofsted on a termly basis. The College has had three such monitoring visits, the most recent in November 2006. On each visit it was judged that satisfactory progress was being made.
To ask the Secretary of State for Education and Skills (1) what representations he has
received relating to the National Audit Offices report on Sure Start Childrens Centres; 
Beverley Hughes: I have received no representations relating to the National Audit Offices report on Sure Start Childrens Centres. I welcome the reports confirmation that childrens centres are successfully improving services for families with young children and that families value childrens centres services. We have already addressed the reports main recommendations through issuing revised practice, planning and performance management guidance for local authorities and centres. In addition Together for Children, the consortium appointed to support local authorities during the childrens centre roll-out, have produced a toolkit which features advice and case studies on reaching families at greatest risk of social exclusion. We continue to consider what further action is needed to address other issues raised in the report.
Mr. Jim Cunningham: To ask the Secretary of State for Education and Skills how many (a) teachers, (b) teaching assistants and (c) support staff were employed in Coventry local education authority schools in each year since 1992. 
Jim Knight [holding answer 17 January 2007]: The following table provides the number of full-time equivalent teachers, teaching assistants and support staff employed in local authority maintained schools in Coventry local authority, January 1992 to 2006.
|Full-time equivalent number of teachers, teaching assistants and support staff employed in maintained schools in Coventry local authority, January 1992 to 2006|
|As at January each year:||Teachers( 1)||Teaching assistants( 2)||Support staff( 2, 3)|
|(1) DfES annual survey of teachers in service and teacher vacancies (618 g).|
(2) Annual School Census.
(3) Support staff figures include teaching assistants numbers.
(4) Does not include data for pupil referral units.
Figures are rounded to the nearest 10.
To ask the Secretary of State for Education and Skills what the rate of truancy in each
London borough was in each of the last five years; and if he will make a statement. 
Jim Knight: The Department does not hold data on pupils recorded as truant. However, the figures for the proportion of half days missed due to unauthorised absence (of which truancy forms a part) in maintained mainstream schools in London boroughs are given in the following table.
|Half days missed in maintained mainstream primary schools( 1) in London boroughs due to unauthorised absence|
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